364 research outputs found

    Conversations on Empathy

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    In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice

    Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement

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    This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education

    Silently Correcting Your Grammar: Responses to Feedback and Adult Learners\u27 Rural Writing Ecosystems

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    Over a century ago, rhetoricians called on writing instructors in the U.S. to accept and even encourage language diversity among learners. Yet scholars of composition, rhetoric, and writing studies are still advocating for this via arguments for linguistic justice and translingualism, even referring to strict adherence to a single, mainstream standard for language use as a kind of violence. This disconnect between scholarship and practice is evident in the silences surrounding first-year composition language instruction. This dissertation charts that disciplinary disconnect and then describes how adult students at a rural, open-access community college experience first-year composition feedback, with special attention to corrective feedback on language use and grammar. Based on a study employing focus group methodology, this project locates a complex network of material and cognitive resources that mediate and influence adult learners’ experiences of writing instruction. These rural writing ecosystems consist of well- defined beliefs, attitudes, habits, and skills that predispose learners to desire a more agential role in instructive feedback encounters, which in turn enhance interpersonal relationships in the composition classroom, thereby facilitating language growth that respects discursive identities. The project concludes with discussion of how such learner desires might be realized through a reimagining of first-year composition as a coordinating object that facilitates comparable growth and respect among rurally-situated two-year colleges and the communities they serve

    Mechanisms of alignment:Shared control, social cognition and metacognition

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    In dialogue, speakers process a great deal of information, take and give the floor to each other, and plan and adjust their contributions on the fly. Despite the level of coordination and control that it requires, dialogue is the easiest way speakers possess to come to similar conceptualizations of the world. In this paper, we show how speakers align with each other by mutually controlling the flow of the dialogue and constantly monitoring their own and their interlocutors' way of representing information. Through examples of conversation, we introduce the notions of shared control, meta-representations of alignment and commentaries on alignment, and show how they support mutual understanding and the collaborative creation of abstract concepts. Indeed, whereas speakers can share similar representations of concrete concepts just by mutually attending to a tangible referent or by recalling it, they are likely to need more negotiation and mutual monitoring to build similar representations of abstract concepts. This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’

    Social Media and the Learning and Engagement Experiences of Minority Doctoral Students

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    AbstractSocial media as a medium to facilitate and foster learning and engagement in education has received increased attention in recent years. Researchers have highlighted the affordances and drawbacks of social media use in educational contexts. There is a gap in the relevant literature on the social media learning and engagement experiences of doctoral students from underrepresented communities. The purpose of this qualitative study was to understand minority doctoral students’ experiences and perceptions of social media use in learning and engagement during the doctoral process. To ground this study, the connect learn and engagement (CoLeEn) conceptual framework, based on Siemens’s connectivism theory, Kereluik et al.’s 21st century learning framework, and Pittaway’s engagement framework, was used. The central research question examined minority doctoral students’ learning and engagement experiences through social media during the doctoral process. 12 current doctoral students were selected from a large U.S. university and from Minority Doctoral Network, a closed Facebook group. Data were obtained through semistructured interviews and qualitative data analysis was used to identify codes and themes. Findings revealed that social media is described as a medium to access information and resources; provides opportunities to acquire and apply 21st century learning skills; allows for positive engagement experiences with peers, faculty, content, and the doctoral process; and provides spaces and opportunities for psychosocial engagement during the doctoral process. The findings could lead to positive social change in terms of improved pedagogical practices and enhanced learning and engagement for underrepresented doctoral students

    Discourses of sexual violence: A critical analysis of the representation of victims and perpetrators on Twitter

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    Esta tesis investiga críticamente los recursos y patrones lingüísticos utilizados por los tuiteros para debatir sobre discursos de género y opresión patriarcal en relación con la violencia sexual. Este estudio tiene dos objetivos principales: 1) examinar los discursos e ideologías de los tuiteros respecto a la violencia sexual y cómo estos contribuyen a la negociación de las identidades de víctima-perpetrador, y 2) identificar el papel del lenguaje evaluativo en la (re)producción y resistencia de discursos e ideologías de género. Para ello, esta tesis toma como caso de estudio la controvertida nominación del juez asociado Brett Kavanaugh al Tribunal Supremo de los Estados Unidos. Tras hacerse pública su nominación, fue acusado de intento de violación por la Dra. Christine Blasey Ford. Sus alegaciones fueron seguidas por otras similares de otras dos mujeres. La nominación se convirtió en un tema de conversación importante en la red social Twitter, ya que los tuiteros utilizaron diferentes hashtags para expresar su apoyo u oposición a la nominación. La Dra. Ford también se convirtió en el blanco de agresiones verbales por parte de quienes apoyaban la candidatura. Sin embargo, sus alegaciones también fueron apoyadas por aquellos tuiteros que validaron su testimonio y, a su vez, provocaron el resurgimiento del hashtivismo feminista. Se compilaron dos corpus de tuits que contenían los hashtags #KavanaughConfirmation (N = 1.753.370 palabras) y #NoKavanaughConfirmation (N = 612.416 palabras) para analizarlos y compararlos en relación con los objetivos de este estudio. Los corpus se analizaron desde un enfoque de análisis del discurso asistido por corpus (ADAC) (Partington et al., 2013) que combinaba herramientas de lingüística de corpus con el Análisis Crítico del Discurso Feminista (ACFD) (Lazar, 2005, 2018) y la Teoría de la Valoración (2005). Los resultados sugieren que los tuiteros verbalizaron discursos relacionados con la violencia de género tanto para denunciar como para perpetuar la cultura de la violación y la opresión patriarcal en la sociedad estadounidense. Estos discursos contribuyeron a la negociación de las identidades de víctima y agresor, que eran inestables y fluidas según los grupos sociopolíticos de los tuiteros. Se mostró que los discursos antifeministas y patriarcales contribuyeron a la representación de AsJ Kavanaugh como una víctima política, retratando así a la Dra. Ford como una agresora política. Por el contrario, los discursos de veracidad y feminismo dieron credibilidad al testimonio de la Dra. Ford y se opusieron a la confirmación. A su vez, estos discursos retrataron a AsJ Kavanaugh como un mentiroso y un agresor sexual. Por otro lado, el análisis del lenguaje evaluativo reveló que en ambos corpus predominaban recursos valorativos negativos para transmitir evaluaciones inmorales y poco éticas y angustia emocional colectiva, lo que contribuyó aún más a la construcción inestable de las identidades de víctima y perpetrador. En definitiva, esta tesis proporciona información sobre las prácticas digitales de los tuiteros para debatir dinámicas de género y resistir/reproducir discursos patriarcales derivados de la cultura de la violación. Además, también demuestra la fructífera combinación de los métodos de la lingüística de corpus, el FCDA y la teoría de la valoración para el análisis de la violencia de género y los datos de los redes sociales.This thesis critically traces the linguistic resources and patterns deployed by tweeters to discuss gendered discourses and patriarchal oppression concerning sexual violence. There are two primary aims of this study: 1) to examine tweeters’ discourses and ideologies regarding sexual violence and how they contribute to the negotiation of victim-perpetrator identities, and 2) to identify the role of evaluative language in the (re)production and resistance of gendered discourses and ideologies. To do so, this thesis takes AsJ Brett Kavanaugh’s controversial nomination to the Supreme Court of the United States as a case study. After his nomination was made public, he was accused of attempted rape by Dr. Christine Blasey Ford. Her allegations were followed by similar claims from two more women. The nomination became a major topic on Twitter as tweeters used different hashtags to express (dis)affiliation. Dr. Ford also became the target of verbal aggression by those who supported his nomination. However, her claims were also supported by tweeters who validated her testimony and, in turn, sparked the re-emergence of hashtag feminism. Two corpora of tweets containing the hashtags #KavanaughConfirmation (N = 1,753,370 words) and #NoKavanaughConfirmation (N = 612,416 words) were compiled to analyze and compare each dataset in relation to the objectives of this study. The corpora were investigated from a corpus-assisted discourse analysis approach (Partington et al., 2013) which combined corpus linguistic tools with Feminist Critical Discourse Analysis (FCDA) (Lazar, 2005, 2018) and Appraisal Theory (2005). The findings suggest that tweeters invoked discourses relating to gender-based violence to both denounce and perpetuate rape culture and patriarchal oppression in American society. Such discourses contributed to the negotiation of the identities of victims and perpetrators, which were unstable and fluid depending on tweeters’ socio-political groups. Antifeminist and patriarchal discourses were found to contribute to the portrayal of AsJ Kavanaugh as a political victim, thus portraying Dr. Ford as a political aggressor. In contrast, discourses of veracity and feminism gave credibility to Dr. Ford’s testimony and opposed the confirmation. These discourses depicted AsJ Kavanaugh as a liar and a sexual aggressor. On the other hand, the analysis of evaluative language revealed that negative Appraisal resources predominated in both corpora to convey immoral and unethical evaluations and collective emotional distress, which further contributed to the unstable construction of victim-perpetrator identities. All in all, this thesis provides insights into tweeters’ digital practices to discuss gendered dynamics and resist/reproduce patriarchal discourses derived from rape culture. In addition, it also shows the fruitful combination of corpus linguistics methods, FCDA, and Appraisal Theory in the analysis of gender-based violence and social media data

    Scientific dissemination and professional practices through digital media: The study of pragmatic strategies in the communication of international research projects

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    La investigación científica hoy en día está ligada a los procesos de globalización y a la búsqueda de la innovación y la excelencia, lo cual favorece una creciente colaboración, internacionalización y multidisciplinariedad. Para llevar a cabo estas iniciativas ambiciosas y de gran escala, los investigadores necesitan la financiación externa que distintas organizaciones, instituciones y programas pueden proporcionar. Esta reconfiguración del trabajo académico va de la mano de la ubiquidad y popularidad de Internet. Un extenso abanico de géneros, plataformas y medios digitales permiten a los científicos y académicos difundir sus investigaciones a una audiencia amplia y heterogénea. La inversión de esfuerzo en la comunicación mediada digitalmente permite a los investigadores contribuir a una diseminación más efectiva del conocimiento generado, así como cumplir con su compromiso social. Por otra parte, este esfuerzo les puede permitir reforzar su reputación como investigadores y conseguir un mayor impacto. Un ejemplo destacado de este escenario académico cambiante donde se maximiza el discurso digital para propósitos investigadores es el de los proyectos de investigación internacionales. Se trata de consorcios compuestos de miembros provenientes de entornos socioculturales y profesionales distintos que hacen uso de sitios web y redes sociales para la diseminación de sus proyectos conjuntos y utilizan las características tecnológicas y comunicativas de estos espacios digitales para ofrecer actualizaciones periódicas de su trabajo e información sobre hallazgos en progreso y resultados de investigación. De este modo, rinden cuentas a los organismos que los financian y aumentan su visibilidad entre los lectores digitales. Las intenciones comunicativas de estos equipos de investigación para cumplir dichos objetivos se codifican y transmiten discursivamente a través de diversas estrategias pragmáticas, que se encuadran en determinados parámetros contextuales y que responden a las especificidades del medio y se ven constreñidas por estas. Estas estrategias revelan cómo los investigadores comparten la información, cómo publicitan sus hallazgos y cómo se dirigen a sus potenciales lectores.Así, esta tesis doctoral tiene como objetivo investigar las estrategias pragmáticas prominentes en lengua inglesa empleadas por grupos de investigación internacionales en sus prácticas digitales discursivas, que normalmente se materializan en sitios webs y redes sociales para sus proyectos. Con este propósito, se compiló y analizó el corpus digital EUROPRO, que contiene 30 sitios web de proyectos de investigación que recibieron financiación en el marco del programa Horizonte2020 (subcorpus EUROPROwebs) y las correspondientes cuentas de Twitter de aquellos proyectos (subcorpus EUROPROtweets). Dichos subcorpus han sido extraídos de la base de datos digital EUROPRO recopilada por el grupo de investigación InterGedi. En mi tesis doctoral propongo una taxonomía derivada de los datos como resultado del análisis del corpus, que comprende 27 estrategias organizadas en torno a tres macrocategorías: informativas, promocionales e interaccionales. Incido teórica y metodológicamente en el proceso de diseñar y revisar esta herramienta analítica para así demonstrar su solidez y viabilidad. Además, analizo el rango de ocurrencia, la frecuencia y el uso específico de estas estrategias en las secciones que aparecen de manera sistemática en los sitios web incluidos en el corpus y en las páginas web donde se aloja la mayor parte de la información sobre el proyecto (Homepage, About, Partners, News & Events), en las cuentas de Twitter y, de forma comparativa, entre las secciones web y los tuits, con el fin de observar tendencias significativas y en cuanto a similitudes y diferencias en su funcionamiento en estos medios digitales. Además, adopto un enfoque etnográfico mediante la inclusión de evidencias contextuales conseguidas a través de entrevistas semi-estructuradas con investigadores de los proyectos Horizonte2020, cuyos resultados ayudan a sustentar los hallazgos procedentes del análisis textual. También tomo una perspectiva multimodal sobre cómo se emplean las estrategias pragmáticas en los sitios web de proyectos de investigación en relación a la sección Homepages. Este análisis, en concreto, permite reconocer el potencial de los recursos verbales y visuales para la construcción de significado desde una perspectiva pragmática. En general, el presente estudio busca ahondar en nuestro entendimiento de prácticas académicas digitales que están evolucionando rápidamente y que tienen gran alcance, en particular adoptadas por grupos de investigación, que pueden beneficiarse de los resultados y las implicaciones de esta investigación para la futura comunicación y diseminación de sus proyectos científicos.<br /

    Social Media and the Learning and Engagement Experiences of Minority Doctoral Students

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    AbstractSocial media as a medium to facilitate and foster learning and engagement in education has received increased attention in recent years. Researchers have highlighted the affordances and drawbacks of social media use in educational contexts. There is a gap in the relevant literature on the social media learning and engagement experiences of doctoral students from underrepresented communities. The purpose of this qualitative study was to understand minority doctoral students’ experiences and perceptions of social media use in learning and engagement during the doctoral process. To ground this study, the connect learn and engagement (CoLeEn) conceptual framework, based on Siemens’s connectivism theory, Kereluik et al.’s 21st century learning framework, and Pittaway’s engagement framework, was used. The central research question examined minority doctoral students’ learning and engagement experiences through social media during the doctoral process. 12 current doctoral students were selected from a large U.S. university and from Minority Doctoral Network, a closed Facebook group. Data were obtained through semistructured interviews and qualitative data analysis was used to identify codes and themes. Findings revealed that social media is described as a medium to access information and resources; provides opportunities to acquire and apply 21st century learning skills; allows for positive engagement experiences with peers, faculty, content, and the doctoral process; and provides spaces and opportunities for psychosocial engagement during the doctoral process. The findings could lead to positive social change in terms of improved pedagogical practices and enhanced learning and engagement for underrepresented doctoral students
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